The fast-growing demographic group of Asian Americans is often perceived as a “model minority.” This paper establishes empirical evidence of this stereotype in the context of education and then analyzes its consequences. We show that teachers rate Asian students’ academic skills more favorably than observationally similar White students in the same class, even after accounting for test performance and behavior. This contrasts with teachers’ lower likelihood of favoring Black and Hispanic students. Notably, teachers respond to the presence of any Asian student in the classroom by exacerbating Black-White and Hispanic-White assessment gaps. This suggests that the “model minority” stereotype can negatively impact other minority groups de-spite its ostensibly positive connotation.

Document Type

Working Paper


Fall 12-22-2022


Teacher Evaluation, Racial Bias, Asian Americans




Working Papers Series


Economic Policy | Economics | Public Affairs, Public Policy and Public Administration | Public Policy



Additional Information

Working paper no. 253

Creative Commons License

Creative Commons Attribution 4.0 International License
This work is licensed under a Creative Commons Attribution 4.0 International License.



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